Join Our Researchers

Karen created SRSD, revolutionizing education by developing a model that improves students’ writing through explicit strategy instruction, self-regulation, and social-emotional learning. Her research with colleagues has shown significant improvements in writing quality among diverse student groups, including those with learning disabilities, and has demonstrated the model’s scalability across various educational settings. Recognized for her impactful publications and over 120 studies on SRSD, she was awarded the Samuel A. Kirk Award in 2013 for her outstanding contributions to the field of education.

Read Karen’s thoughts on SRSD: Improving Academic Achievement through Instruction in Self-Regulated Strategy Development: The Science Behind the Practice Inside IES Research blog, (2022)

Steve has significantly contributed to writing and education over his 40+ year career, authoring influential handbooks and reports that have shaped educational practices globally. His leadership extends to editorial roles and advisory positions with organizations like UNESCO, NIH, the U.S. Department of Education, Bill & Melinda Gates Foundation, the Institute of Educational Sciences, the Office of Special Education Programs, and What Works Clearinghouse. Recognized for his impactful work, he has received awards such as the Thorndike Career Award from the American Psychological Association and the Sylvia Scribner Award from the American Educational Research Association.

For an in-depth look at his groundbreaking work, read “The Hitchhiker’s Guide to Writing Research: A Festschrift for Steve Graham,” which celebrates his vast contributions to the field.

April has contributed to the field of education through her SRSD writing instruction research and classroom work. Holding a Ph.D. in Learning, Literacies, and Technologies from Arizona State University, she specializes in literacy instruction and the education of emergent bilingual students. As the Research Director for SRSD Online, April provides professional development and implementation support, collaborates with esteemed institutions, and actively pursues research opportunities, further advancing the impact of SRSD in diverse educational settings.

Our favorite study conducted by April Camping is: “Writing Motives and Writing Achievement of Elementary School Students from Diverse Language Backgrounds” (Camping, Graham, & Harris, 2023).

Erin has advanced the field of special education through her dedication to practice-based professional development and literacy instruction for students with learning disabilities. She created effective SRSD programs to teach informational writing in inclusive settings, improving student outcomes. Currently an Associate Professor at the University of North Carolina at Charlotte, Erin has authored impactful publications and peer-reviewed articles, earning recognition for her contributions to education and practice-based research.

Our favorite study conducted by Dr. Erin FitzPatrick is: “Writing from Multiple Source Texts: SRSD for Fifth Grade Learners in Inclusive Settings” published in Learning Disabilities Research and Practice in 2021.

Linda is a Professor of Special Education and the Director of the Helen A. Kellar Institute for Human Disability at George Mason University. She has contributed to advancing SRSD, particularly in reading comprehension and content-area writing. With over $6 million in research funding, she has tailored the SRSD model to enhance writing and reading comprehension, emphasizing its adaptability for diverse learners, including those with learning disabilities. An accomplished scholar, she has co-authored numerous publications, presented at over 150 conferences, and served in leadership roles in major organizations, earning prestigious awards such as the Fulbright Scholarship and the Council for Exceptional Children Research Award.

Dr. Linda H. Mason is the lead author on the SRSD adolescent book: Building comprehension in adolescents: Powerful strategies for improving reading and writing in content areas. Mason, L., Reid, R., Hagaman, J. (2012)

Charles is a professor emeritus at the University of Delaware. He has been influential in developing and refining the SRSD model, particularly in his research on writing strategies for students with learning disabilities and other low achieving students. He has investigated how SRSD can be adapted to serve these students better, focusing on the writing process’s planning, writing, and revising stages. Over the past decade, he has extended research on strategy instruction to meet the needs of college basic writers and adult education students. Dr. MacArthur has been named a Fellow of the American Educational Research Association and has been recognized with the Special Education Research Award from the Council for Exceptional Children.

We highly recommend his chapter on teaching strategies for revising in Best Practices in Writing Instruction (3^rd ed., 2019). His work with college basic writers is described in the book, Writing instruction for success in college and the workplace, (MacArthur & Philippakos, 2023).

Graham, S., MacArthur, C. A., & Hebert, M. (Eds.) (2019). Best practices in writing instruction (3rd Ed.). New York: Guilford.

Debra has dedicated her research to validating the effectiveness of SRSD in classroom settings, emphasizing practical implementation to enhance student engagement and writing outcomes. Her studies delve into adapting SRSD for different writing genres, aligning with educational standards, and tailoring the method for various classroom contexts while maintaining fidelity to the core components. With over a decade of classroom teaching and her current focus on writing intervention research in urban environments, she actively demonstrates the efficacy of SRSD through federal grants. She presents her findings at national and international conferences.

Our favorite SRSD study featuring Dr. Debra McKeown is “Professional Development for Evidence-Based Writing Instruction: Elevating Fourth Grade Outcomes,” published in Contemporary Educational Psychology in 2023.

Michael has advanced SRSD by focusing on the relationship between writing skills and reading comprehension, emphasizing how progress in one area can enhance the other. His research demonstrates the value of teaching students to write about the texts they read, thus improving reading comprehension and integrating literacy skills beyond traditional writing instruction. As an assistant professor at the University of Nebraska–Lincoln, he has authored numerous influential publications that establish his significant role in expanding SRSD research, especially for students with writing and behavioral challenges.

Our favorite SRSD study featuring Dr. Michael Hebert is: “Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading,” published in Harvard Educational Review in 2010.

Rui is a prominent SRSD researcher at the University of Porto. His research has been widely recognized, earning him accolades such as the Journal of Writing Research and Written Communication’s John Hayes publications awards on respectively two papers that he has co-authored with Teresa Limpo. His work has profoundly impacted educational practices, advancing literacy education for diverse student populations.

The most recent study from Dr. Rui A. Alves was in 2023: The impact of combining SRSD instruction with a brief growth mindset intervention on sixth graders’ writing motivation and performance

Shar is known for her work on enhancing writing skills among students with learning disabilities and diverse educational needs and has co-authored influential studies demonstrating the effectiveness of…

Shar is known for her work on enhancing writing skills among students with learning disabilities and diverse educational needs. She has co-authored influential studies demonstrating the effectiveness of SRSD in various educational settings. Her research has been published in top journals, and she has received several awards, including the Council for Exceptional Children’s Division for Research Distinguished Early Career Research Award, highlighting her significant contributions to the field of literacy education.

Dr. Sharlene A. Kiuhara has conducted several recent studies focusing on SRSD: 

Kiuhara, S. A., Harris, K. R., Graham, S., Hacker, D. J., Brindle, M., & McKeown, D. (2024). An RCT of Practice-Based PD and Expert Support for Class Wide SRSD Instruction on Timed Narrative Writing at 4^th Grade: Critical Implications. Reading and Writing: An Interdisciplinary Journal.

Kiuhara, S. A., Levin, J. R., Tolbert, M., O’Keeffe, B. V., O’Neill, R. E., & Jameson, M. J. (2023). Teaching argument writing in math class: Challenges and solutions to improve the performance of 4^th and 5^th graders with disabilities. Special issue on teaching writing. Reading and Writing: An Interdisciplinary Journal. doi: 10.1007/s11145-023-10459-7

Kiuhara, S. A., Gillespie Rouse, A., Dai, T., Witzel, B., Morphy, P., & Unker, B. (2020). Constructing Written Arguments to Develop Fraction Knowledge. Journal of Educational Psychology, 112(3), 584-607.

Kiuhara, S. A., Gillespie Rouse, A., Dai, T., Witzel, B., Morphy, P., & Unker, B. (2020). Constructing Written Arguments to Develop Fraction Knowledge. Journal of Educational Psychology, 112(3), 584-607.

Hacker, D. J., Kiuhara, S. A., & Levin, J. R. (2019). A metacognitive intervention for teaching fractions to students with or at-risk for learning disabilities in mathematics. Special issue on metacognition in mathematics education. ZDM: The International Journal on Mathematics Education, 51(4), 601-612.

One of the best SRSD studies by Dr. Sharlene Kiuhara is: A Meta-Analysis of Writing Instruction for Students in the Elementary Grades (2012)

Barbara’s leadership as an Inclusion Coordinator in Maryland and a Nationally Board-Certified Special Education teacher has been instrumental in incorporating SRSD into classroom practice. With over two decades of experience in special education, she has co-authored influential SRSD books, including the widely acclaimed “Powerful Writing Strategies for All Students.” Her contributions have earned her recognition, such as the Learning Disabilities Association Sam Kirk Educator of the Year for 2024. As an SRSD training and educational policy leader, Friedlander’s influence shapes inclusive educational practices and co-teaching strategies.

Our favorite study featuring Barbara Friedlander is: Bring Powerful Writing Strategies Into Your Classroom! Why and How (2013)

Alyson, an associate professor of special education at Texas State University, is deeply committed to advancing writing outcomes for students with and at risk for disabilities through the “Turning the TIDE” project. This initiative focuses on providing professional development in text-based writing instruction. Her dedication to advancing writing instruction through SRSD is evident in her collaborative approach, working to enhance teacher training and practice in an inclusive setting. Dr. Collins has earned numerous awards for her scholarly activities, a testament to her significant contributions to SRSD research and education.

We love this SRSD blog by Dr. Alyson Collins: Research to Accelerate Pandemic Recovery in Special Education (2023)

Jessica is an assistant professor at the University of Nebraska, Omaha, and an SRSD researcher who has significantly advanced writing instruction for students with learning disabilities. Her work focuses on enhancing and adapting SRSD for various educational contexts, particularly emphasizing strategy-based instruction to improve reading comprehension and writing skills. She has authored influential SRSD publications, conducts ongoing research studies, and teaches her students how to implement SRSD effectively in educational settings.

We love this recent SRSD study from Dr. Jessica Hagaman: Pre-service teacher implementation of strategy instruction: Effects on the comprehension of middle school students (2020)

Pam is an accomplished SRSD researcher specializing in literacy interventions and special education. She holds a Ph.D. in Educational Studies with a concentration in Literacy Intervention Development from the University of Nebraska-Lincoln. Dr. Bazis has made significant contributions through her work on the “Write Sounds” intervention, demonstrating its impact on foundational literacy skills. She has been awarded the Othmer’s Fellowship and recognized as Melissa ISD’s Elementary Teacher of the Year. Dr. Bazis continues to advance SRSD research, focusing on improving writing instruction for students with diverse learning needs.

Our favorite SRSD study by Dr. Pamela Bazis is: Assessment and Intervention in Overcoming Writing Difficulties An Illustration From the Self-Regulated Strategy Development Model (1999)

Bruce is a prominent researcher in the field of special education and writing instruction, affiliated with the University at Albany, The State University of New York. His research focuses on improving writing skills in students with learning disabilities through SRSD and sentence combining. Dr. Saddler has published numerous studies and book chapters, including influential works on summarizing strategies for students with learning disabilities and the effects of peer-tutoring on writing performance. His collaborative efforts with renowned researchers such as Steve Graham and Karen Harris have significantly contributed to advancing effective writing instruction practices.

Our favorite SRSD study by Dr. Bruce Saddler is: Developing Self-Regulated Writers (2010)

Gary A. Troia, PhD, CCC-SLP, is a Professor of Special Education at Michigan State University. Before earning his doctorate from the University of Maryland in 2000, he spent 10 years as a special educator and speech-language pathologist in public schools and six years as a university clinical supervisor.

Dr. Troia is the co-editor of the journal Topics in Language Disorders and serves on the editorial boards of several leading special education journals. Alongside Froma Roth and Colleen Worthington, he developed a phonological awareness intervention for young at-risk children called Promoting Awareness of Speech Sounds (PASS), published by Attainment Company.

In partnership with Lori Skibbe and Ryan Bowles, and with support from the Institute of Education Sciences, Dr. Troia created ATLAS-PA, an online phonological awareness assessment designed for young children with complex communication needs. This tool is part of the Access to Literacy Assessment System.

Most recently, with funding from the Institute of Education Sciences, Dr. Troia collaborated with Adrea Truckenmiller and others to develop and pilot the Writing Architect. This web-based platform collects and analyzes student writing samples to provide data-driven instructional recommendations linked to evidence-based writing techniques and programs.

Dr. Troia has authored more than 75 research papers, book chapters, and white papers, and he has delivered numerous presentations on his work in phonological processing, writing assessment and instruction, and teacher professional development in literacy. Over his career, he has secured more than $7 million in grants and contracts, both intramural and extramural.

Our favorite SRSD study by Dr. Bruce Saddler is: The Effectiveness of a Highly Explicit, Teacher-Directed Strategy Instruction Routine

Dr. Stephen Ciullo is a Professor of Special Education specializing in evidence-based writing instruction for students with disabilities. His research examines the relationship between instructional practices and student writing performance, with a focus on developing interventions that enhance content-area writing skills. As the principal investigator of a grant from the Institute of Education Sciences (IES), Dr. Ciullo investigates how educators implement effective strategies to support students with disabilities in writing. His expertise spans inclusive teaching practices, professional development,  and contributing to improved educational outcomes for diverse learners.

Our favorite SRSD study by Dr. Stephen Ciullo with Linda Mason is “Persuasive Quick-Writing about Text: Intervention for Students with Learning Disabilities” (2019)